Social Network Analysis of Peer Feedback Flow in High School Students: Patterns, Predictors, and Implications

• In Event: Advancements in Feedback Research: Beyond Perceptions to Learning Impact

Abstract

Objectives and Framework
Social Network Analysis (SNA) can be applied in educational research to investigate the development of learning connections and examine their influence on educational outcomes. This study employs SNA to investigate feedback-seeking behavior among middle school students, examining the development of learning connections and their influence on educational outcomes. The study explores whether students select feedback providers based on friendship or expertise, and investigates the characteristics of main feedback providers in classroom networks.

Method
Participants included 1020 high school students (grades 9-11) from a public high school in Singapore. The sample comprised students aged 14-17, with 50.1% identifying as females.
The procedure involved the following:
1. Demographics questionnaire, Receptivity to Feedback Scale, the Big Five Personality scale, and Achievement Emotions Questionnaire were administered.
2. Achievement scores were collected from student records.
3. Peer nomination for best friends and preferred feedback providers were collected (Please name three friends; please name three classmates who provide feedback to you; please name three classmates who ask you for feedback).
The data analysis utilized Cytoscape Software (version 3.10.1) for SNA, creating multiple networks per classroom: friendships, feedback-seeking, and feedback provision. Further, individual characteristics were mapped onto networks to describe peers, who were identified as main feedback providers.

Results
In the grade 9-11 networks, male students reporting above average achievement scores were nominated by over 60% of classmates as preferred feedback providers. The analyses revealed these students had significantly higher agreeableness (t(23) = -6.585, p < .001) and RIF scores (t(24) = -4.984, p < .001) compared to class means. Additional analyses indicated more positive emotional experiences related to academics among these main feedback providers. Friendship and feedback provision overlap was lower than expected, suggesting that students tend to seek academic feedback from academically successful students, as opposed to friends.
The emergence of high-achieving students as primary feedback providers highlights the potential for leveraging peer expertise in educational settings. These students' elevated scores in conscientiousness and agreeableness, RIF, and positive emotional experiences may contribute to their effectiveness as peer tutors or feedback providers.

Significance
This research offers multiple significant implications for educational practice. First, teachers can optimize peer feedback activities by recognizing feedback flow in peer networks. Second, identifying and nurturing high-achieving feedback providers may enhance overall peer feedback quality in classrooms. Third, developing students' receptivity to feedback and positive academic emotions may broaden the pool of effective peer feedback providers.
As the study's cross-sectional design limits causal inferences, future longitudinal research could elucidate the developmental trajectory of feedback-seeking behaviors throughout high school and beyond.
Taken together, this SNA study provides crucial insights into the complex dynamics of peer feedback in high school settings. By explaining these patterns, educators can more effectively harness peer interactions to support learning and academic growth, ultimately contributing to enhanced educational outcomes.

Authors

• Anastasiya A. Lipnevich, City University of New York

• Ligia Tomazin, Graduate Center - CUNY

• Carolina Lopera-Oquendo, City University of New York